What should be the basis for identifying gifted ADD students using standardized intelligence tests?

The rationale for identifying gifted ADD students using standardized intelligence tests revolves around the concept of focusing on maximum performance after medication. This approach acknowledges that students with Attention Deficit Disorder (ADD) may not perform at their highest potential without appropriate interventions.

When these students are given medication or other accommodations that help improve their focus and reduce the symptoms of ADD, their test scores may better reflect their true cognitive abilities. This is crucial in accurately identifying giftedness, as it allows educators and evaluators to assess the child's potential rather than their performance under impaired conditions.

Standardized tests may not always reliably indicate intelligence in ADD students when taken outside the context of their symptoms. Therefore, emphasizing maximum performance after medication helps ensure a more accurate and fair assessment of their giftedness.